다문화교육론 수업 참여 대학원생의 학습 경험에 대한 자문화기술지 연구

Abstract

The purpose of this study is to explore the learning experiences and meanings of a graduate student 's study of multicultural education through Autoethnographic Study. This paper presents an autoethnography of the Researcher’s experience as a graduate student majoring in multiculturalism and multicultural education, focusing on the knowledge and learning experiences which the Researcher gathered during the course of multicultural education in the second semester of 2018, where the author was both the Researcher and the Researched. In this paper, the Researcher, having faithfully followed the course of multicultural education, set out the contents of lectures and discussions of each class and illustrated autoethnographic understandings that the Researcher thereby gained in order to explore the learning experiences of the course and the significance of what Researcher experienced. This study examined the concept and objectives of multicultural education as a theoretical background and utilized Dewey’s empirical theory as a paradigm of analysis to analyze the Researcher’s learning experience during the multicultural education course. The situation of group discussions allowed for more active participation of the Researcher, and promoted interrelated learning and interactions for the sake of course integration. Professor K's lectures and feedbacks from the group discussion members have both extended and expanded the class experience into a higher degree, and enabled the Researcher to foster capabilities to be an expert. Through what the Researcher, as a graduate student, experienced during the course, the Researcher was able to forge individual identity and interact with other students in the cooperative learning style. The Researcher acquired the basic learnings of multicultural education from the multicultural education course, discussed various subjects of multicultural education, and learned the attitude towards learning that multicultural education experts should have. This experience carried signficance in that it clarified the Researcher’s personal interests, led the Researcher to truly appreciate the richness of cooperative learning and group discussions, and motivated the Researcher to dream of continuous growth as a chosen expert. The Researcher found the meanings of the learning experiences by connecting them with personal growth of the Researcher, discovered the true meanings of performing academic studies through the learning process, and materialzed the academic vision through enlightenment. It is claimed that the results of this study can be used as an examplary introspective learning case and basic data in regard to the process of performing academic studies for the future experts of multicultural education.